Utilization of Multiple intelligences as an instructional Strategy in Enhancing the Knowledge of Liwayway NHS Grade 7 Students in Selected Mathematical Concepts

Abstract

INTRODUCTION

It is necessary that teachers promote variety in their classes focusing on students' strengths and weaknesses, not only to improve students’ grades but also to develop students’ confidence and enthusiasm for learning. According to Sulaiman, (2010), with the gradual emphasis on novel and creative teaching methods and approaches in contemporary classroom, many educators and teachers began to adopt the Multiple Intelligence (MI) approach in the teaching styles where it highlights the idea of individual differences for both teachers and students. The MI approach towards teaching allows teachers to incorporate the element of creativity in their instructional design where student-centered activities could be conducted in eight different forms based on the eight types of multiple intelligences proposed by Howard Gardner (1983), reaching students with various abilities and styles in learning.

METHODS

This study used true-experimental method of research. The data was obtained through administering the pre-test and posttest. There was an experimental and controlled group arranged based on their learning profile such as their grade in mathematics during second and third grading, and their pre-test score. After giving the pre-test and posttest, the teacher-researcher utilized activities in the experimental group as Instructional strategy which was designed with varied multiple intelligences based on learning competencies while traditional teaching strategy used in controlled group. T-test was used to determine whether there was a significant difference between the utilization of the two strategies.

RESULTS

This study revealed controlled group and experimental group were equal in terms of the pretest scores and average grades in second and third grading. It also implied that the group who were treated with the utilization of multiple intelligences performed better than those who were aided using the traditional method of teaching.

DISCUSSIONS

The result of the study indicated that teachers may adapt the utilization of multiple intelligence as an instructional strategy in teaching all concepts in Mathematics 7 in enhancing the level of performance of the learners. Since utilization of multiple intelligences as an instructional strategy in teaching Mathematical concepts covers only the third quarter, it may also be used in any grading. Parallel studies can be conducted in other subject areas and using different grade level as the respondents.